Cognitive Task Analyses for life science automation training program design

The purpose of this study was to develop a systematic approach to the translation of Cognitive Task Analyses (CTAs), including Goal Directed Task Analysis (GDTA) and Abstraction Hierarchy (AH) models, into a Situation Awareness (SA) based training program for operators of High-throughput (biological) screening (HTS) systems. In order to design instruction to support learning of cognitive processes as part of HTS, the information demands engendered by the task need to be identified. This can be achieved using CTAs as the basis for training program design. However, no standardized methods exist for relating the outcomes of the integration of multiple CTA methods to support training program design.;This study combined information requirements from a GDTA and system resource requirements identified through AH models to establish content on HTS processes. This combination of information from the CTAs provided a systematic approach for specifying content for development of the three levels of operator SA (perception, comprehension, and projection) pertaining to HTS system operations. Following development of the prototype electronic training program and an electronic traditional training program, an evaluation comparing these programs to the traditional lab training provided to expert operators of an HTS system. The evaluation incorporated two knowledge assessment tests, a usability survey, and a survey of the effectiveness of the SA elements of the training program.;Results provided preliminary evidence that a CTA-based training program can improve operators' knowledge structures beyond on-the-job training. Furthermore, the CTA-based training program was effective in providing improved SA knowledge and general knowledge structures for HTS operators beyond their initial knowledge of the system. A heuristic-based evaluation of both training programs identified few unique usability problems, suggesting the usability of the training programs did not interfere with the development of learner knowledge structures. Finally, a set of general guidelines for the design of the CTA-based training programs was developed, which included methods for structuring the components of the training program to support the three levels of SA.